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MESLEK LİSESİ ÖĞRETMENLERİNİN ÖZYÖNETİMLİ ÖĞRENMEYE HAZIRBULUNUŞLUK DÜZEYLERİNİN VE ÖĞRETİM STİLİ TERCİHLERİNİN İNCELENMESİ (BURSA İLİ ÖRNEĞİ)

Yıl 2015, Cilt: 15 Sayı: 2, 297 - 316, 21.12.2015
https://doi.org/10.17240/aibuefd.2015.15.2-5000161325

Öz

Bu araştırmanın amacı meslek lisesi öğretmenlerinin özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin ve öğretim stili tercihlerinin belirlenmesidir. Araştırmaya 2012-13 eğitim öğretim döneminde Bursa ilindeki meslek lisesinde görev yapan ve 70’i bayan 137’si erkek toplam 207 öğretmen katılmıştır. Öğretmenlerin özyönetimli öğrenmeye hazırbulunuşluk düzeylerini belirlemek amacıyla Fisher ve arkadaşları (2001) tarafından geliştirilen Özyönetimli Öğrenmeye Hazırbulunuşluk Ölçeği kullanılmıştır. Öğretmenlerin öğretim stili tercihlerinin belirlenmesi amacıyla ise Grasha ve Riechman (1996) tarafından geliştirilen Öğretim Stili Envanteri (ÖSE) kullanılmıştır. Araştırma sonucunda; meslek lisesi öğretmenlerinin çoğunluğunun özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin yüksek düzeyde olduğu görülürken öğretim stilleri bakımından ise en çok tercih edilen öncelikli stillerin temsilci ve uzman öğretim stilleri olduğu belirlenmiştir. Öğretmenlerin eğitim durumlarına göre otoriter ve kişisel model öğretim stili tercihlerinde lisansüstü mezunlar lehine istatistiksel düzeyde anlamlı fark belirlenmiştir.

Kaynakça

  • Abou-Rokbah, E. H. (2002). Readiness for self-directed learning in Saudi Arabian students (Doctoral dissertation). University of Missouri, Saint Louis. Proquest-Dissertation Abstract. AAT 3035644. s.1-2.
  • Beswick, D. M., Chuprina, L., Canipe, J. B., & Cox, B. (2002). Investigating self-directed learning in culture, learning styles, and creativity. Retrieved from ERIC database. (ERIC Number: ED473804).
  • Bilgin İ., Esen U., Geban, Ö. (2002). Kimya öğretmenlerinin öğretim yaklaşımlarının lise 1 ve 2. sınıf öğrencilerinin kimya dersi başarılarına ve tutumlarına etkisinin incelenmesi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi 16-18 Eylül içinde (s.155). Ankara
  • Bilgin İ. ve Bahar M. (2008). Sınıf öğretmenlerinin öğretme ve öğrenme stilleri arasındaki ilişkinin incelenmesi. Gazi Eğitim Fakülte Dergisi, 28(1), 19-38.
  • Brekelmans, M., Levy, J., & Rodriguez, R. (1993). A typology of teacher communication style.
  • Brillinger, K. (2005). Becoming an Expert Teacher, the Impact of Teacher Presentation Style. June, Conestoga, Raritanval Universty.
  • Boyer, N. & Kelly, M. (2005). Breaking the institutional mold: blended instruction, self- direction, and multi-level adult education. International Journal of Self- Directed Learning. 2(1), 1-18.
  • Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F.-R. (2015). Understanding the Self- Directed Online Learning Preferences,Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers. Educational Technology & Society, 18 (2), 349–368.
  • Cox, B. F. (2002). The relationship between creativity and self-directed learning among adult community college students (Doctoral dissertation). The University of Tennessee. Proquest-Dissertation Abstract. AAT 3059737. s. 1-2.
  • Darkenwald, G. G., & Valentine, T. (1985). Factor structure of deterrents to public participation in adult education. Adult Education Quarterly, 35(4), 177-193
  • Dressel, L. P. & Marcus D. (1983). On teaching and learning in college: Reemphasizing the roles of learners and the disciplines (The Jossey-Bass Higher & Adult Education Series). San Francisco: Jossey-Bass.
  • Dursun, Y.(2009). Öğretmenlerin tükenmişlik düzeyleri ile yöneticileri için algıladıkları dönüşümcü ve etkileşimci liderlik stilleri arasındaki ilişki (Karabük ilköğretim okulları örneği).Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Dunn, R. S. & Dunn, K. J. (1979). Learning styles and teaching styles: Should they can they be matched? Educational Leadership. 36 (4),238-244.
  • El-Glinay, A-H., & Abusaad, F. E. (2013). Self-directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33, 1040–1044.
  • Fischer, B. B. & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership. 36( 4), 245-54.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7), 516-525.
  • Gan, Z. (2003). Self-Directed language learning among university EFL students in Mainland China and Hong Kong: A study of attitudes, strategies and motivation (Doctoral dissertation). Thesis. Hong Kong Polytechnic University. Proquest-Dissertation Abstract. AAT 3107448, 1-2.
  • Gearhart, D. L. (2003). The effect of self-directed learning skills on the successful completion of an online course (Doctoral dissertation). Capella University. ProQuest Dissertations & Theses. AAT 3075773, 1-111.
  • Grasha, A., & Riechman, S. (1996). Teaching style survey. Retrieved November 7, 2010, from www.longleaf.net/teachingstyle.html .
  • Grasha, A. F. (1996). Teaching with style: The integration of teaching and learning styles in the classroom. Essays on Teaching Excellence, 7(5), 1995-96.
  • Grasha, A. F. (2002). Teaching with style: A Practical guide to enhancing learning by understanding teaching and learning style. Alliance Publishing, University of Cincinnati.
  • Grasha, A. F. (2003). The Dynamics of one-on-one teaching. College Teaching, 50(4),139-146.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale (Doctoral dissertation). Athens, Georgia: University of Georgia.
  • Hollis, V. (1991). Self-directed learning as a post basic educational continuum. British Journal of Occupational Therapy. 54(2), 45-48.
  • Hutchins, S. E. (2000). Adult perspective on self-directed learning (Education doctoral dissertation). The Fielding Institute. Proquest-Dissertation Abstract. AAT 9977112, 1-2.
  • Husby, V. R. (2002). Teachers' perspectives on a self-directed staff development program based upon principles of action research (Education doctoral dissertation). University of Georgia. Proquest-Dissertation Abstract. AAT 0804232,. 1-2.
  • Jiraporn, T. (2002). Self-directedness, self-efficacy, intrinsic value, test anxiety and success in English for academic purposes (Doctoral dissertation). The University of Mississippi. ProQuest Dissertations & Theses. AAT 3058222, 1-129.
  • Kim, K. J. (2005). Adult learners motivation in self-directed e-learning (Doctoral dissertation). Indiana University, DAI-A 66/08. Proquest-Dissertation Abstract. AAT 3183486, 1-2.
  • Li, S.T., Tancredi, D.J., Co, J. P., & West, D. (2010). Factors associated with successful self -directed learning using individualized learning plans during pediatric residency. Academic Pediatrics, 10(2), 124-130.
  • Mardziah, H. A. (2001). Self-Directed Learning. ERIC Digest. ARC Professional ERIC Clearinghouse on Reading, English, and Communication. Avaliable at http://eric.indiana.edu.ervices.
  • McNamara, C. (1999). Strong value of self-directed learning in the workplace: How supervisors and learners gain leaps in learning. Retrieved February 2, 2007, from http://www.managementhelp.org/ trng_dev/methods/slf_drct.htm.
  • McCall, D. L. (2002). Motivational components of self-directed learning among undergraduate students (Education doctoral dissertation). University of Missouri - Saint Louis. Proquest-Dissertation Abstract. AAT 3029729, 1-2.
  • Mendoza, S. (2004). Teaching styles of technological institutes faculty in El Salvador (Doctoral dissertation). Capella University. Avaliable from ProQuest Dissertations and theses database. (UMI Number: 3127201).
  • Nadarajan, N. (2002). Teaching Styles. Language in India, Volume: 1.:01.06.2012, http://www.languageinindia.com/jan2002/nadarajapillai2.html.
  • Nugraha, S. P. (2004). Self-directed learning among wives of international students at the Florida State University (Doctoral dissertation). ProQuest Dissertations & Theses AAT 3183100, 1-2
  • Owen, T. R. (2002). Self-Directed Learning in Adulthood: A Literature Review (Ed), US. Depertmant of Education, Morehead State University, Morehead, 1-5.
  • Ray Carl W, Jr. (2003).Teaching Styles And Adult Students' Preferences At A University Extension Center In Taiwan Ed.D. University Of Arkansas. ProQuest Dissertations & Theses. AAT 3097327. s: 1-267.
  • Raven, R. M., Cano, J., Carton, B. L. & Van Shelhamer, V. (1993). A comparison of learning styles, teaching styles and personality styles of pre-service Montana and Ohio agriculture teachers. Journal of Agricultural Education, 34(1), 40- 49.
  • Robertson, M. (2005). Mobile Learning thinking: Get on your skateboard to keep up Australian Association for Research in Education. Avaliabe at http://www.mobilelearningedge.com/wp- content/uploads/2010/11/rob05075.pdf .
  • Robinson G. M. (2003). The relationship between self-directed learning readiness and resilience among graduate students (Doctoral dissertation). The University of Tennessee. Proquest-Dissertation Abstract. AAT 31193021.
  • Rowe, B. W. (2004). A case study of the influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process in one school district, (Doctoral dissertation). University of Ottawa, Canada. Proquest-Dissertation Abstract. NR01753, 1-2.
  • Sarmasoğlu Ş.& Görgülü S.(2014). Self-Directed Learning Readiness Levels of Nursing Students. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 13–25
  • Sze-Yeng, F., & Hussian, R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia Social and Behavioral Sciences, 9, 1913- 1917.
  • Şahin Ç. & Arcagök S. (2010). Sınıf öğretmeni adaylarının kamu personeli seçme sınavına (KPSS) ilişkin algıları. IX. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu 20-22 Mayıs 2010 içinde (624–629). Elazığ: Fırat Ünivesitesi.
  • Şahin, E., & Erden, M. (2009). Özyönetimli öğrenmeye hazırbulunuşluk ölçeğinin (ÖYÖHÖ) geçerlik ve güvenirlik çalışması. e-Journal of New World Sciences Academy (NWSA), 4(3).
  • Şahin, E. (2011). İlköğretim sınıf öğretmenlerinin öğretim stili terchilerinin, cinsiyetlerinin, mesleki kıdemlerinin, özyeterlik algılarının ve özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin mesleki yeterlikleri üzerindeki etkisi. Yayınlanmamış Doktora Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Thomas, G. R. (2004). Prior knowledge, self-directed learning readiness, and curiosity: Antecedents to classroom learning performance. International Journal of Self- Directed Learning. 1(1), 18-25.
  • Üredi, L. ve Güven, Y. (2007). İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 26(26), 163-179.
  • Vaughn, L. & Baker, R. (2001). Teaching in the Medical Setting: balancing teaching styles learning styles and teaching methods. Medical Teacher, 23(6), 610-612.
  • Ware, S. M. (2003). An investigation of the relationships of self-directed learning and learning styles among developmental reading students (Education doctoral dissertation). ProQuest Dissertations & Theses. AAT 3081608, 1-111.
  • Wilcox, S. (2000). Fostering self directed learning in the university setting. Studies in Higher Education, 21( 2), 165-176.
  • Woods, J. D. (1995). Teaching effectiveness: Using students' perceptions of teaching style and preferred learning style to enhance teaching performance (Doctoral dissertation, Faculty of Education, Curtin University of Technology).
  • Wubbels,T & Levy J. (Eds.), Do you know what you look like? Interpersonal relationships in education (pp. 46–55). London: Falmer Press.

THE EXAMINATION OF SELF-DIRECTED LEARNING READINESS LEVELS AND TEACHING STYLE PREFERENCES OF VOCATIONAL HIGH SCHOOL TEACHERS (BURSA COUNTY SAMPLE)

Yıl 2015, Cilt: 15 Sayı: 2, 297 - 316, 21.12.2015
https://doi.org/10.17240/aibuefd.2015.15.2-5000161325

Öz

The aim of this study is to determine self-directed learning readiness levels and teaching style preferences of vocational high school teachers 207 teachers including 70 females and 137 males working in a vocational high school in Osmangazi district of Bursa Province in 2012-13 school year participated in the study. Self-directed Learning Readiness Scale which was developed by Fisher et al. (2001).Teaching-Styles Inventory which was also developed by Grasha and Riechman (1996) was used with a view to determine the teaching style preferences of teachers. As the result of study it was observed that self-directed readiness levels of a large number of the vocational high school teachers were high while in terms of teaching styles; the most preferred teaching styles were representative and expert teaching styles. According to the educational status of teachers there was a significant difference at statistical level in authoritarian and personal model teaching style preferences in favour of post-graduates.

Kaynakça

  • Abou-Rokbah, E. H. (2002). Readiness for self-directed learning in Saudi Arabian students (Doctoral dissertation). University of Missouri, Saint Louis. Proquest-Dissertation Abstract. AAT 3035644. s.1-2.
  • Beswick, D. M., Chuprina, L., Canipe, J. B., & Cox, B. (2002). Investigating self-directed learning in culture, learning styles, and creativity. Retrieved from ERIC database. (ERIC Number: ED473804).
  • Bilgin İ., Esen U., Geban, Ö. (2002). Kimya öğretmenlerinin öğretim yaklaşımlarının lise 1 ve 2. sınıf öğrencilerinin kimya dersi başarılarına ve tutumlarına etkisinin incelenmesi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi 16-18 Eylül içinde (s.155). Ankara
  • Bilgin İ. ve Bahar M. (2008). Sınıf öğretmenlerinin öğretme ve öğrenme stilleri arasındaki ilişkinin incelenmesi. Gazi Eğitim Fakülte Dergisi, 28(1), 19-38.
  • Brekelmans, M., Levy, J., & Rodriguez, R. (1993). A typology of teacher communication style.
  • Brillinger, K. (2005). Becoming an Expert Teacher, the Impact of Teacher Presentation Style. June, Conestoga, Raritanval Universty.
  • Boyer, N. & Kelly, M. (2005). Breaking the institutional mold: blended instruction, self- direction, and multi-level adult education. International Journal of Self- Directed Learning. 2(1), 1-18.
  • Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F.-R. (2015). Understanding the Self- Directed Online Learning Preferences,Goals, Achievements, and Challenges of MIT OpenCourseWare Subscribers. Educational Technology & Society, 18 (2), 349–368.
  • Cox, B. F. (2002). The relationship between creativity and self-directed learning among adult community college students (Doctoral dissertation). The University of Tennessee. Proquest-Dissertation Abstract. AAT 3059737. s. 1-2.
  • Darkenwald, G. G., & Valentine, T. (1985). Factor structure of deterrents to public participation in adult education. Adult Education Quarterly, 35(4), 177-193
  • Dressel, L. P. & Marcus D. (1983). On teaching and learning in college: Reemphasizing the roles of learners and the disciplines (The Jossey-Bass Higher & Adult Education Series). San Francisco: Jossey-Bass.
  • Dursun, Y.(2009). Öğretmenlerin tükenmişlik düzeyleri ile yöneticileri için algıladıkları dönüşümcü ve etkileşimci liderlik stilleri arasındaki ilişki (Karabük ilköğretim okulları örneği).Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Dunn, R. S. & Dunn, K. J. (1979). Learning styles and teaching styles: Should they can they be matched? Educational Leadership. 36 (4),238-244.
  • El-Glinay, A-H., & Abusaad, F. E. (2013). Self-directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33, 1040–1044.
  • Fischer, B. B. & Fischer, L. (1979). Styles in teaching and learning. Educational Leadership. 36( 4), 245-54.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7), 516-525.
  • Gan, Z. (2003). Self-Directed language learning among university EFL students in Mainland China and Hong Kong: A study of attitudes, strategies and motivation (Doctoral dissertation). Thesis. Hong Kong Polytechnic University. Proquest-Dissertation Abstract. AAT 3107448, 1-2.
  • Gearhart, D. L. (2003). The effect of self-directed learning skills on the successful completion of an online course (Doctoral dissertation). Capella University. ProQuest Dissertations & Theses. AAT 3075773, 1-111.
  • Grasha, A., & Riechman, S. (1996). Teaching style survey. Retrieved November 7, 2010, from www.longleaf.net/teachingstyle.html .
  • Grasha, A. F. (1996). Teaching with style: The integration of teaching and learning styles in the classroom. Essays on Teaching Excellence, 7(5), 1995-96.
  • Grasha, A. F. (2002). Teaching with style: A Practical guide to enhancing learning by understanding teaching and learning style. Alliance Publishing, University of Cincinnati.
  • Grasha, A. F. (2003). The Dynamics of one-on-one teaching. College Teaching, 50(4),139-146.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale (Doctoral dissertation). Athens, Georgia: University of Georgia.
  • Hollis, V. (1991). Self-directed learning as a post basic educational continuum. British Journal of Occupational Therapy. 54(2), 45-48.
  • Hutchins, S. E. (2000). Adult perspective on self-directed learning (Education doctoral dissertation). The Fielding Institute. Proquest-Dissertation Abstract. AAT 9977112, 1-2.
  • Husby, V. R. (2002). Teachers' perspectives on a self-directed staff development program based upon principles of action research (Education doctoral dissertation). University of Georgia. Proquest-Dissertation Abstract. AAT 0804232,. 1-2.
  • Jiraporn, T. (2002). Self-directedness, self-efficacy, intrinsic value, test anxiety and success in English for academic purposes (Doctoral dissertation). The University of Mississippi. ProQuest Dissertations & Theses. AAT 3058222, 1-129.
  • Kim, K. J. (2005). Adult learners motivation in self-directed e-learning (Doctoral dissertation). Indiana University, DAI-A 66/08. Proquest-Dissertation Abstract. AAT 3183486, 1-2.
  • Li, S.T., Tancredi, D.J., Co, J. P., & West, D. (2010). Factors associated with successful self -directed learning using individualized learning plans during pediatric residency. Academic Pediatrics, 10(2), 124-130.
  • Mardziah, H. A. (2001). Self-Directed Learning. ERIC Digest. ARC Professional ERIC Clearinghouse on Reading, English, and Communication. Avaliable at http://eric.indiana.edu.ervices.
  • McNamara, C. (1999). Strong value of self-directed learning in the workplace: How supervisors and learners gain leaps in learning. Retrieved February 2, 2007, from http://www.managementhelp.org/ trng_dev/methods/slf_drct.htm.
  • McCall, D. L. (2002). Motivational components of self-directed learning among undergraduate students (Education doctoral dissertation). University of Missouri - Saint Louis. Proquest-Dissertation Abstract. AAT 3029729, 1-2.
  • Mendoza, S. (2004). Teaching styles of technological institutes faculty in El Salvador (Doctoral dissertation). Capella University. Avaliable from ProQuest Dissertations and theses database. (UMI Number: 3127201).
  • Nadarajan, N. (2002). Teaching Styles. Language in India, Volume: 1.:01.06.2012, http://www.languageinindia.com/jan2002/nadarajapillai2.html.
  • Nugraha, S. P. (2004). Self-directed learning among wives of international students at the Florida State University (Doctoral dissertation). ProQuest Dissertations & Theses AAT 3183100, 1-2
  • Owen, T. R. (2002). Self-Directed Learning in Adulthood: A Literature Review (Ed), US. Depertmant of Education, Morehead State University, Morehead, 1-5.
  • Ray Carl W, Jr. (2003).Teaching Styles And Adult Students' Preferences At A University Extension Center In Taiwan Ed.D. University Of Arkansas. ProQuest Dissertations & Theses. AAT 3097327. s: 1-267.
  • Raven, R. M., Cano, J., Carton, B. L. & Van Shelhamer, V. (1993). A comparison of learning styles, teaching styles and personality styles of pre-service Montana and Ohio agriculture teachers. Journal of Agricultural Education, 34(1), 40- 49.
  • Robertson, M. (2005). Mobile Learning thinking: Get on your skateboard to keep up Australian Association for Research in Education. Avaliabe at http://www.mobilelearningedge.com/wp- content/uploads/2010/11/rob05075.pdf .
  • Robinson G. M. (2003). The relationship between self-directed learning readiness and resilience among graduate students (Doctoral dissertation). The University of Tennessee. Proquest-Dissertation Abstract. AAT 31193021.
  • Rowe, B. W. (2004). A case study of the influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process in one school district, (Doctoral dissertation). University of Ottawa, Canada. Proquest-Dissertation Abstract. NR01753, 1-2.
  • Sarmasoğlu Ş.& Görgülü S.(2014). Self-Directed Learning Readiness Levels of Nursing Students. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 13–25
  • Sze-Yeng, F., & Hussian, R. (2010). Self-directed learning in a socioconstructivist learning environment. Procedia Social and Behavioral Sciences, 9, 1913- 1917.
  • Şahin Ç. & Arcagök S. (2010). Sınıf öğretmeni adaylarının kamu personeli seçme sınavına (KPSS) ilişkin algıları. IX. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu 20-22 Mayıs 2010 içinde (624–629). Elazığ: Fırat Ünivesitesi.
  • Şahin, E., & Erden, M. (2009). Özyönetimli öğrenmeye hazırbulunuşluk ölçeğinin (ÖYÖHÖ) geçerlik ve güvenirlik çalışması. e-Journal of New World Sciences Academy (NWSA), 4(3).
  • Şahin, E. (2011). İlköğretim sınıf öğretmenlerinin öğretim stili terchilerinin, cinsiyetlerinin, mesleki kıdemlerinin, özyeterlik algılarının ve özyönetimli öğrenmeye hazırbulunuşluk düzeylerinin mesleki yeterlikleri üzerindeki etkisi. Yayınlanmamış Doktora Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Thomas, G. R. (2004). Prior knowledge, self-directed learning readiness, and curiosity: Antecedents to classroom learning performance. International Journal of Self- Directed Learning. 1(1), 18-25.
  • Üredi, L. ve Güven, Y. (2007). İlköğretim I. ve II. kademe öğretmenlerinin öğretim stili tercihlerine göre öğretmenlik mesleğine ilişkin algılarının incelenmesi. Marmara Üniversitesi Eğitim Bilimleri Dergisi, 26(26), 163-179.
  • Vaughn, L. & Baker, R. (2001). Teaching in the Medical Setting: balancing teaching styles learning styles and teaching methods. Medical Teacher, 23(6), 610-612.
  • Ware, S. M. (2003). An investigation of the relationships of self-directed learning and learning styles among developmental reading students (Education doctoral dissertation). ProQuest Dissertations & Theses. AAT 3081608, 1-111.
  • Wilcox, S. (2000). Fostering self directed learning in the university setting. Studies in Higher Education, 21( 2), 165-176.
  • Woods, J. D. (1995). Teaching effectiveness: Using students' perceptions of teaching style and preferred learning style to enhance teaching performance (Doctoral dissertation, Faculty of Education, Curtin University of Technology).
  • Wubbels,T & Levy J. (Eds.), Do you know what you look like? Interpersonal relationships in education (pp. 46–55). London: Falmer Press.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ersin Şahin

Yayımlanma Tarihi 21 Aralık 2015
Gönderilme Tarihi 21 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 15 Sayı: 2

Kaynak Göster

APA Şahin, E. (2015). MESLEK LİSESİ ÖĞRETMENLERİNİN ÖZYÖNETİMLİ ÖĞRENMEYE HAZIRBULUNUŞLUK DÜZEYLERİNİN VE ÖĞRETİM STİLİ TERCİHLERİNİN İNCELENMESİ (BURSA İLİ ÖRNEĞİ). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(2), 297-316. https://doi.org/10.17240/aibuefd.2015.15.2-5000161325